Teachers reported spending more time on literacy and numeracy instruction in 2020 than in 2019, particularly after return to schooling¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Teachers reported more time spent on literacy in 2020 (x̄ = 9.52 h/week) compared to 2019 (x̄ = 8.48), and on reading for comprehension in 2020 (x̄ = 3.48) compared to 2019 (x̄ = 3.07). → Gore 2021

Evidence¶

Gore 2021¶

Gore, J., Miller, A., Fray, L., Harris, J., & Prieto, E. (2021). The impact of COVID-19 on student learning in New South Wales primary schools: an empirical study. The Australian Educational Researcher, 48, 605-637. https://doi.org/10.1007/s13384-021-00436-w

q2 · i? · causal · r2

Teacher surveys at three time points in 2020 and Term 4 2019 reported weekly instructional hours. The study reports "more time was spent on literacy in the 2020 group" and more time on reading for comprehension than in 2019, with numeracy receiving more time in Term 4 2020 (x̄ = 7.04) after the return to schooling.

"Overall, more time was spent on literacy in the 2020 group ( x = 9.52 h per week) compared to 2019 ( x = 8.48) and on reading for comprehension in 2020 ( x = 3.48 h per week) compared to 2019 ( x = 3.07)."

Discussion¶

Related Claims¶

• Prior syntheses of educational technology effects show inconsistent findings, with mobile learning meta-analysis finding near-zero maths effects and reading interventions comparatively more effective — related
• Multimedia enhancing features increase attention to print in single-language e-books in both English and Mandarin — related